Ac 2007-1074: Influential Factors Affecting the Attraction and Retention of Minority Faculty in Engineering and Technology Programs

This paper highlights research that explores the key factors that affect the attraction and retention of minority faculty in engineering and technology programs in rural communities, in particular southern rural communities. It is well known that the pool of minority applicants, specifically black applicants, for faculty positions in engineering and technology programs is very small. Furthermore, the attraction and retention of qualified minority faculty to teach in engineering and technology programs in rural communities (that is, communities with a population of less than 30,000) is even more limited. There are several factors that contribute to this phenomenon, including university classification, department culture, student demographics, and geographical location. We focus on the attraction and retention problem of minority engineering faculty at a comprehensive university in a rural community in southeast Georgia. The target institution has successfully recruited and retained minority faculty members at a steady rate over the last five years. Approximately, 16% of its total faculty are minorities. These observations initiated the basis of this study. We began to question the nature of this phenomenon and ponder the unique characteristics of this university that fueled these results. Appropriate data was collected, analyzed and used to identify contributing factors that lead to the attraction and retention of minority more specifically, black Engineering and Technology faculty members at this institution. Using several data analysis techniques, we show that there is a high correlation between diversity (in terms of students, faculty and the academic learning environment) and the attraction and retention of black engineering and technology faculty members. These data indicate that the diversity model implemented at this university is successful in attracting and retaining minority faculty members. Consequently as a result of this work, similar faculty diversity models can be developed and used to increase faculty diversity at other academic institutions. Background The attraction and retention problem of minority faculty members is an issue at many colleges and universities across the nation. It is obvious that to stay competitive and attract high-quality students many academic institutions must support diversity due to the challenge of producing “global citizens” 1 . However, increasing diversity must also incorporate a diverse faculty population that actively encourages diverse learning environments. Hence, the focus on the issue of adequately addressing the attraction and retention of qualified minority faculty members. Many universities have adopted successful strategies for attracting minority faculty members including the use of “aggressive individualized recruiting” and attractive salaries and compensation packages 2 . However, some research suggests that once minorities join a faculty, the likelihood of retention decreases due to several factors including a lack of acculturation by the institution 3 . In essence, many minority faculty members feel a sense of value and appreciation during the initial hiring period, but over time they feel disconnected and undervalued. Faculty beliefs and attitudes about diversity and diverse learning environments contribute to their attraction to certain university settings 4 . For instance, learning environments that actively support and encourage multicultural activities are more likely to attract and retain diverse student and faculty populations. This, in turn, creates an environment that facilitates learning and produces competitive global thinkers and productive members of the global society. Furthermore, faculty members are the “face” of the university. They are an integral part of the academic environment and can be a crucial recruiting tool for attracting more diverse students. For Engineering and Technology fields of study there is a strong national push to attract more minorities to these fields. Having a diverse faculty can help institutions of higher education achieve this national goal and recruit top-achieving students who will develop into productive “world-class” citizens. Georgia Southern University (GSU) was chosen for this study because it has been steadily increasing the number of minority faculty members that it hires in all fields, including Engineering and Technology, as shown in Figure 1, over the past six years, coinciding with university-wide administrative changes, like the hiring of a new president. The university strategically repositioned itself to a higher level of competitiveness by adopting a newly developed academic model for higher learning. This new model supports and encourages diversity through academic and social engagement. Figure 1-Percentage of Minority Faculty Members since 2000 There are unique features about GSU that attract and retain qualified minority applicants at a relatively successful rate. In this work, some key factors that may contribute to the decision making process of minority faculty members to join the faculty are explored by posing the following research questions: 1. How does Engineering and Technology faculty members’ likelihood to join the faculty at a comprehensive regional university differ as a function of diversity, department, institution and economic characteristics? 2. How does Engineering and Technology faculty members’ likelihood to remain on the faculty at a comprehensive regional university differ as a function of diversity, department, institution and economic characteristics? 3. Do Engineering and Technology faculty members’ beliefs about diversity influence their decision to join faculty at this university? 4. Does faculty members’ participation in diversity-related events on campus affect their decision to remain a faculty member at this university? These questions are explored in this study using data collection and analysis techniques. A brief description of the university mission is given in the next section, which provides insight about the academic environment supported by this institution. Methods used for data collection and analyses are described followed by a description of the survey instrument used to collect appropriate data. Data analysis techniques are highlighted followed by a detailed discussion and conclusions. University Context The following statement is a direct quotation from the Georgia Southern University handbook 5 : “Georgia Southern University is a public comprehensive university devoted to academic distinction in teaching, scholarship, and service. The University’s hallmark is a culture of engagement that bridges theory with practice, extends the learning environment beyond the classroom, and promotes student growth and life success. Its nationally accredited academic programs in the liberal arts, sciences, and professional studies prepare a diverse and select undergraduate and graduate student population for leadership and service as world citizens. Faculty, staff, and students embrace core values expressed through integrity, civility, kindness, collaboration, and a commitment to lifelong learning, wellness, and social responsibility. Central to the University’s mission is the faculty’s dedication to excellence in teaching and the development of a fertile learning environment exemplified by a free exchange of ideas, high academic expectations, and individual responsibility for academic achievement. The faculty members at this university are teacher-scholars whose primary responsibility is the creation of learning experiences of the highest quality, informed by scholarly practice, research, and creative activities. The University offers a student-centered environment enhanced by technology, transcultural experiences, private and public partnerships, and stewardship of a safe residential campus recognized for its natural beauty.” Clearly, diversity and multicultural experiences are a recurring theme in this mission statement. The facilitation of learning marked by unique cultural learning experiences is also strongly emphasized. In order for this mission to be fulfilled, mechanisms of support must exist that provide direction for effective teaching, learning, and the incorporation of diversity in the classroom. The Center for Excellence in Teaching (CET) and the Multicultural Center are both university entities that actively engage in providing such opportunities for the faculty, staff and students. These are exemplary strategies that are used to increase diversity and enhance the desired learning environment provided by this university. Data and Methodology Most documented research available on faculty diversity at institutions of higher learning is typically tailored for specific institutions. Little work was found that highlighted generalized factors in faculty members’ decision to join the faculty at an institution. Through background research, faculty interviews and personal experiences, certain factors that may contribute to the attraction and retention of minority faculty members were identified. A survey was developed based on these factors. The data collection process was based on the one performed by Mayhew and Grunwald 4 .